An IEP meeting is required for an initial IEP, an annual IEP, and any amendment to an IEP. IDEA requires specific attendees for each IEP meeting, along with the required documents to be completed. Everyone involved in the IEP meeting is a valued member of the IEP team and must be actively involved in the decision-making. Preparation is an important step in holding a collaborative and successful IEP meeting.
Create a 12-15 slide digital presentation explaining to new special education teachers, paraprofessionals, and other stakeholders the requirements and timelines involved in preparing for IEP meetings and how to support individuals with exceptionalities and their families through the process. Once you have created the presentation, use a screen casting tool, such as Zoom, Vimeo, or Loom, to add voice-over or present the information in a video.
Include the following in your presentation:
- Steps the special education teacher takes when preparing for all types of IEP meetings (initial, annual, and amendment), including a suggested timeline.
- List of stakeholders that will need to be involved and a brief description of what they should contribute to the meeting.
- Examples of data that will need to be collected for each section of the IEP.
- Explanation of how the special education teacher will communicate student progress towards measurable outcomes and IEP goals with all stakeholders during IEP meetings.
- Additional required documents (meeting notice, prior written notice, etc.) that may be necessary to bring or provide before, during, and after the IEP meeting.
- Purpose/benefits of providing these documents including a draft copy of the IEP to all stakeholders.
- Suggestions for ensuring the families feel valued as part of the IEP team, including strategies that offer alternative means of participation. Discuss how the strategies can support the inclusion of all stakeholders.
- Suggestions for effective collaboration and facilitation during IEP meetings, including if the meeting is taking place virtually.
- Effective strategies and technology for continued communication and collaboration with all stakeholders to meet the needs of students with exceptionalities.
Presenters notes are required for each content slide. Presentation must include a title slide at the beginning and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides.
Support this assignment with a minimum of three scholarly resources.
Remember that video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and that the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Refer to “Recording, Editing, and Uploading a Video or Podcast” and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the unlisted option.
Submit the digital presentation, including a resource slide and an embedded link to the video on the title slide. Ensure that others can access and view the link to your video prior to submission.
While APA Style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information:
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd Special Education (ITL/NITL); MEd Elementary Education and Special Education (ITL/NITL)
4.5: Communicate student progress towards measurable outcomes and IEP goals with all stakeholders. [CEC 4.3; InTASC 6(n), 6(o), 6(r), 6(s); ISTE-E 7c; AAQEP 2a; Mission Critical 1]
7.2: Identify strategies and technology to communicate and collaborate with all stakeholders when meeting the needs of students with exceptionalities. [CEC 7.2, 7.3; InTASC 1(c), 1(k), 10(d), 10(e), 10(g), 10(n), 3(n), 3(r), 7(m), 7(o), 8(c); ISTE-E 2a; AAQEP 2a, 2f; Mission Critical 1, Mission Critical 5]
Grad Cert Special Education Mild to Moderate
1.5: Communicate student progress towards measurable outcomes and goals with all stakeholders. [MC1] [AAQEP 2a; CEC 4.3; InTASC 6(n), 6(o), 6(r), 6(s); ISTE-E 7c]
2.1: Identify strategies and technology to communicate and collaborate with all stakeholders when meeting the needs of students with exceptionalities. [MC1, MC5] [AAQEP 2a, 2f; CEC 7.2, 7.3; InTASC 1(c), 1(k), 10(d), 10(e), 10(g), 10(n), 3(n), 3(r), 7(m), 7(o), 8(c); ISTE-E 2a]
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